Dr. Chaucer has been an educator for over 50 years. He has taught each of the sciences at the secondary school level and has taught education at Castleton University for 22 years at the collegiate and graduate level. Harry has an Ed.D. in Education, a master’s degree in Botany, and holds a 50 Ton US Coast Guard Masters (Captains) License
Harry has been recognized as a White House Distinguished Teacher; as Teacher of the Year by the National Association of Biology Teachers, as well as by the American Association of University Women; as a Klingenstein Fellow at Columbia University; as an Apple Fellow; and as an NEA Dorros Peace Trophy recipient. He designed the Da Vinci Curriculum, which has been featured in Teacher Magazine, Business People Magazine, Charles Kuralt’s CBS News, and the text Classroom Crusaders. Dr. Chaucer writes not just from theory, but from having successfully designed and led a school that challenges many of the assumptions of conventional American high schools.
Harry currently teaches leadership courses at Vermont State University, sails traditional boats, consults with schools locally and internationally, and performs magic for children. He is married to the lovely Kathleen Ready. They have five children and seven grandchildren.
Harry founded the Gailer School and was instrumental in designing the Woodruff Institute, and the ACT II Post-baccalaureate Program. The leadership and post-bac. programs are thriving under different names after twenty years.
Harry’s consulting includes work in China, Ethiopia, and an in-depth study of Finnish education. He is currently on the Board of the Lake Champlain Maritime Museum and of the Kelem International School in Addis Ababa, Ethiopia.
A Creative Approach to the Common Core Standards: The Da Vinci Curriculum challenges educators to design programs that boldly embrace the Common Core State Standards by imaginatively drawing from the genius of great men and women such as Leonardo da Vinci. A central figure in the High Renaissance, Leonardo made extraordinary contributions as a painter, architect, sculptor, scientist, engineer, and futurist. A Creative Approach demonstrates that schools can cultivate genius such as Leonardo’s while insuring that all students realize the core skills that are crucial to all citizens.
Chaucer’s Da Vinci Curriculum is relevant to public and independent educators who are creating schools-within-schools, charter schools, renewing schools, or rethinking their own classrooms. A Creative Approach serves as a model of biographical curricula that embraces the standards that Americans share as citizens in a democracy. The text is rich in theory that has been tested in real classrooms. By example, Chaucer demonstrates that high schools can be more demanding, imaginative, engaging, and joyous that most high schools tend to be today. By adapting the Da Vinci Curriculum, all educators can participate in this educational renaissance!
Hannah Miller is an associate professor of education at VTSU-Johnson, where she is the co-director of the Inclusive Childhood Education program. Before returning to the United States to pursue her academic career in 2009, Dr. Miller lived in China where she taught science in formal elementary and secondary settings, and also English as a foreign language. During her time in China, she became interested in environmental education, which she has maintained as an academic pursuit throughout her career. Her dissertation used the agency/structure dialectic to examine how undergraduates envision the process of social change for sustainability and how they enact agency in local contexts to make the change they want to see in their own lives, their communities, and the world.
Dr. Miller’s scholarship interrogates the process of social change through a critical lens in educational systems, with a focus on privilege, power, justice, and oppression. Dr. Miller’s current research project “TeachOut Vermont” uses critical participatory action research, and aims to build sustainable, equitable, and transformative social networks with and for queer, nonbinary, and transgender teachers in Vermont. This research is supported in part by the Spencer Foundation, the Vermont State University President’s Fund, and the Working Learning Communities grant.
Dr. Miller grew up in Decatur, Georgia near Atlanta. She and her wife Lisa currently live in Morristown. Hannah and Lisa are avid birders and also enjoy playing Wingspan, disc golf, instruments, and hiking in Vermont with their dogs, Samwise and Clover. Hannah’s favorite hobby is knitting, and she enjoys going to fiber festivals and local yarn shops to collect yarn she doesn’t need.
EDU 2005 Reading, Writing, and Math for Educators
EDU 2360 Perspectives on Learning in a Diverse Society
EDU 3125 Educational Technology
EDU 3265 Instructional Dynamics I
EDU 4630 Integrated Elementary Methods
EDU 4650 Capstone Seminar
EDU 6850 Elementary Student Teaching
EDU 5011 Seminar in Educational Studies
EDU 5021 Instructional Dynamics I for Elementary Education
EDU 6011 Integrated Elementary Methods
EDU 6555 Critical and Cultural Perspectives in Education
EDU 6970 Capstone Seminar
Freed, A., Huffling, L. A., Benavides, A., & Miller, H. K. (in review). Moving from doctoral student to teacher educator faculty in critical collaboration: Carving out an expansive learning space for innovation in research and practice.
Miller, H. K., Freed, A. F., Johnson, W. R., Doherty, J. H., & Anderson, C. W. (in press). The role of cross-cutting concepts in developing a three-dimensional learning progression framework. In H. Jin, Yan D., & J. Krajcik, (Eds.), Handbook on science learning progressions. Routledge.
Miller, H. K. (2019). Quietism in the face of injustice: A cultural Mennonite’s struggle (and failure) in the fight for justice in science and environmental education. In J. Bazzul & C. Burke (Eds.), Critical voices in science education: Narratives of academic journeys (pp. 13-24). Springer. https://www.springer.com/gp/book/9783319999890
Miller, H. K. (2018). Developing a critical consciousness of race in place-based environmental education: Franco’s story. Environmental Education Research, 24(6), 845-858. https://doi.org/10.1080/13504622.2017.1357802
Miller, H. K. (2018). “Being a good person in the system we already have will not save us”: interpreting how students narrate and embody the process of social change for sustainability using an agency/structure lens. Environmental Education Research, 24(1), 145. https://doi.org/10.1080/13504622.2017.1303821
Miller, H. K., Johnson, W., & Anderson, C. W. (2017). Using Crosscutting Concepts as a Tool forClimate Change and Citizenship Education. In D. P. Shepardson, A. Roychoudhury, & A. Hirsch (Eds.), Teaching and Learning about Climate Change: A Framework for Educators. New York: Routledge.
Miller, H. K. (2016). Undergraduates in a sustainability semester: models of social change for sustainability. Journal of Environmental Education, 47(1), 52-67. https://doi.org/10.1080/00958964.2015.1072703
Miller, H. K., & Jones, L. C. (2014). Analyzing sustainability themes in state science standards: two case studies. Applied Environmental Education and Communication, 24(2), 183-192. https://doi.org/10.1080/1533015X.2014.961888
Dauer, J., Miller, H. K., & Anderson, C. W. (2014). Conservation of energy: An analytical tool for student accounts of carbon-transforming processes. In R. Chen, A. Eisenkraft, D. Fortus, J. Krajcik, K. Neumann & A. Scheff (Eds.), Teaching and Learning of Energy in K-12 Education (pp. 47-61). New York: Springer. https://link.springer.com/chapter/10.1007/978-3-319-05017-1_4
Cookie Steponaitis is a licensed Vermont educator with forty years of classroom experience. She joined the Vermont University Castleton Education Department staff in 2018 and serves as the Placement Coordinator for the Castleton Campus Education Department and as a student teaching supervisor.
Alicia is part-time faculty in Education and Psychology on the Lyndon and Randolph campuses. Outside of VTSU, Alicia is the Director of Licensing Programs for the Vermont Higher Education Collaborative, where she is responsible for the implementation of licensure/endorsement and certificate programs in special education, early childhood education, early childhood special education, health education, work-based learning, and neurodiversity and inclusion.
Prior to her work with VT-HEC, Alicia was a faculty member and department chair of Core Education at Landmark College in Putney and an evaluation specialist for North Country Supervisory Union. Before moving to Vermont, she worked for the UTeach Institute at The University of Texas at Austin, supporting more than 50 universities nationwide to implement high quality STEM educator preparation programs. In her time there, Alicia secured $2.6 million in National Science Foundation and private grant funds to establish the UTeach Computer Science program, which provides equitable access to computing education through a universally designed curriculum and strengths-focused professional learning program and community of practice. As part of that effort, she was invited by the White House to participate in a series of working groups in support of President Obama’s #CSforAll initiative.
Alicia earned a B.A. in psychology at Bard College and M.A. and Ph.D. degrees in educational psychology at The University of Texas at Austin. She began her career as a middle grades special educator and maintains a Vermont educator license in special education K-21, ELL PK-12, and elementary education K-6.
UDL
Neurodiversity
Social Model of Dis/ability
Educator Preparation
Replication and Scale
Concerns-Based Adoption of Innovations
Underrepresentation in Higher Education Faculty
Assessment of Exceptional Students
Digital Literacy
Educational Psychology
Emotional and Behavioral Disabilities
Learning Disabilities Seminar
Perspectives in Learning
Reading Disabilities I
Seminar in Learning Differences, Politics, and Culture
Supporting Students with Autism Spectrum Disorders
Teaching Students with Special Needs: Elementary
Beth, A. D. (2009). Somewhere between repartee and discourse: Students’ experiences of a synchronous, computer-mediated discussion. Saarbrücken, Germany: VDM Verlag.
Beth, A. D. (2013, June). OnRamps: Innovation Showcase. Invited presentation at the annual meeting of the Texas Higher Education Coordinating Board Grantees, Austin, TX.
Beth, A. D. (2020, October & December). Disability discrimination in school and work. Demo class, Virtual Open Houses, Landmark College.
Beth, A. D. (2021, October). Broadcast interview by Daniel Molster. Landmark College Radio (WLMC).
Beth, A. D. (2021, November). Overview of LD, ADHD, ASD (but hold on, let’s put these things in context). Presentation for the New Faculty Orientation series. Landmark College.
Beth, A. D., & Beth, B. G. (2016, January). UTeach 2.0: UTeach CS initiatives. Hands-on workshop at the annual UTeach Master Teacher Retreat, Austin, TX.
Beth, A. D., & Beth, B. G. (2016, May). Integrating computer science into Step 1 and Step 2 teacher preparation courses. Interactive presentation at the 10th annual UTeach Conference, Austin, TX.
Beth, A. D. (facilitator), Brown, Q., Chapman, G., & Kariuki, D. K. (2016, May). Computer Science for All: What does it mean? Opening plenary panel, 10th annual UTeach Conference, Austin, TX.
Beth, A. D., Hughes, K. K., Romero, P., & Walker, M. H. (2011, August). Measuring and sustaining UTeach implementation. Presentation at the biannual meeting of the Global Implementation Conference, Washington, DC.
Beth, A. D., Hughes, K. K., Romero, P., Walker, M. H., & Dodson, M. M. (2011, February). Replication as a strategy for expanding educational programs that work: The UTeach Institute’s approach to program replication. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, San Diego.
Beth, A. D., Jordan, M. E., Schallert, D. L., Reed, J. H., & Kim, M. (2015). Responsibility and generativity in online learning communities. Journal of Interactive Learning Environments, 23(4), 471-484.
Beth, A. D., & Khosropour, S. C. (2002, June). Developing a “sensitive” online psychology course for community college students: The role of asynchronous discussion. Poster presented at the Society for the Teaching of Psychology Teaching Institute at the annual meeting of the American Psychological Society, New Orleans, LA.
Beth, A. D., Lummus-Robinson, M., Romero, P., & Perez, M. (2012, April). Implementing a secondary STEM teacher preparation program at multiple universities: The UTeach Institute’s evaluation approach and pilot summative data. Roundtable presentation at the annual meeting of the American Educational Research Association, Vancouver, BC.
Beth, A. D., & Moreland, A. (2015, May). Conducting research using national UTeach implementation data. Hands-on workshop at the annual UTeach Conference, Austin, TX.
Beth, A. D., & Moreland, A. (2016, May). UTeach Computer Science National Working Group, 10th annual UTeach Conference, Austin, TX.
Beth, A., & Moschella, E. (2021, August). Starting off right: How to succeed in your first semester. New Student Orientation, Landmark College, Putney, VT.
Beth, B. G., & Beth, A. D. (2016, May). UTeach CSP: A project-based AP Computer Science Principles course for ALL high school teachers and students. Interactive presentation at the 10th annual UTeach Conference, Austin, TX.
Cheng, A., Jordan, M., Schallert, D. L., Reed, J. H., Kim, M., Beth, A. D., Chen, Y., & Yang, M. (2013). Reconsidering assessment in online/hybrid courses: Knowing versus learning. Journal of Computers & Education, 68, 51-59.
DeGraff, M., & Beth, A. (2014, November). Recruiting, retaining, and transitioning students into STEM programs. Roundtable presentation at the STEMtech Conference, Denver, CO.
Hughes, K., Culpepper, C., & Beth, A. (2014, October). The UTeach network: Supporting and developing alumni in and beyond Texas. Paper presented at the annual meeting of the Consortium of State Organizations for Texas Teacher Education, Austin, TX.
Keller, H., Schell, J., & Beth, A. (2013, January). Using partnerships to scale innovation: UT Austin’s OnRamps initiative. Presentation at the Texas Association of School Administrators Midwinter Conference, Austin, TX.
Liu, M., Bera, S., Corliss, S. B., Svinicki, M. D., & Beth, A. D. (2004). Understanding the connection between cognitive tool use and cognitive processes as used by sixth graders in a problem-based hypermedia learning environment. Journal of Educational Computing Research, 31, 309-334.
Lummus-Robinson, M., Romero, P., & Beth, A. D. (2015, May). National implementation of the UTeach model: What do the data tell us? Interactive presentation at the annual UTeach Conference, Austin, TX.
Olsen, D. M., Beth, A. D., Burd, M. B., Latulippe, C., & Latulippe, J. (2021, July). Promoting success of undergraduate engineering students through curricular improvements in first-year mathematics courses. American Society for Engineering Education.
Reed, J. H., Boardman, A. G., Coward, F. L., Beth, A. D., Benton, R. E., Dodson, M. M., Kim, M. & Schallert, D. L. (2001). Perceptions of psychological engagement when technology enters the classroom. Paper presented at the annual meeting of the National Reading Conference, San Antonio, TX.
Reed, J. H., Schallert, D. L., Benton, R. E., Dodson, M. M., Amador, N. A., Coward, F. L., Boardman, A. G., Beth, A., Fleeman, B., & Kim, M. (2002). Teaching and learning through computer-mediated discussions: Digging deeper into how it works. Paper presented at the annual conference of the National Communication Association, New Orleans, LA.
Reed, J. H., Schallert, D. L., Beth, A. D., & Woodruff, A. L. (2004). Motivated reader, engaged writer: The role of motivation in the literate acts of adolescents. In T. L. Jetton & J. A. Dole (Eds.), Adolescent literacy research and practice, 251-282. New York: Guilford.
Reed, J. H., Schallert, D. L., Dodson, M. M., Benton, R. E., Boardman, A. G., Coward, F. L., & Beth, A. D. (2001). Brilliant talk, brilliant technologies: Second-generation analyses of computer-mediated learning. Paper presented at the National Reading Conference, San Antonio, TX.
Robinson, D. H., Funk, D. C., Beth, A., & Bush, A. M. (2005). Changing beliefs about corporal punishment: Increasing knowledge about ineffectiveness to build more consistent moral and informational beliefs. Journal of Behavioral Education, 14, 117-139.
Robinson, D. H. Katayama, A. D., Beth, A., Odom, S., Hsieh, Y., & Vanderveen, A. (2006). Increasing text comprehension and graphic note taking using a partial graphic organizer. The Journal of Educational Research, 100, 103-111.
Robinson, D. H., Katayama, A. D., Odom, S., Beth, A., & Ping, Y. (2002, August). Training students to take more graphic notes. Paper presented at the annual meeting of the American Psychological Association, Chicago, IL.
Romero, P., Lummus-Robinson, M. B., Beth, A. D., Hughes, K. K., & Walker, M. H. (2011, November). The UTeach Institute’s approach to program replication and multi-site evaluation: Moving forward to measure fidelity of implementation and sustain the innovation. Presentation at the annual meeting of the American Evaluation Association, Anaheim, CA.
Schallert, D. L., Reed, J. H., Benton, R. E., Dodson, M. M., Boardman, A. G., Amador, N. A., Coward, F. L., Beth, A., & Fleeman, B. (2001). Comparing degree of engagement in our oral, synchronous, and asynchronous classroom discussions. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
Schallert, D. L., Reed, J. H., Beth, A., & Kim, M. (2003). Responsibility and responsivity in online learning communities. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Schallert, D. L., Reed, J. H., Kim, M., Beth, A., Chen, Y., & Yang, M. (2004). Online learning or learning on the line: Do students learn anything of value in a computer-mediated discussion? Paper presented at the annual meeting of the National Reading Conference, San Antonio, TX.
Schell, J., Beth, A. D., & Williamson, Z. (2013, November). OnRamps’ innovative faculty development strategies: Sustaining engagement and increasing uptake. Presentation at the 19th annual Sloan Consortium International Conference on Online Learning, Lake Buena Vista, FL.
Walker, M. H., DeGraff, M., & Beth, A. D. (2015, March). Deliberate collaborative partnerships: Critical to the success and expansion of the UTeach STEM teacher preparation model. Perspectives session presented at the annual meeting of the American Association of Colleges for Teacher Education, Atlanta, GA.
Weinstein, C. E., Acee, T. W., Beth, A., Cho, Y., Corliss, S. B., Hsieh, P., Julie, A. L., Kim, J., King, C. A., Marmell, M., Palmer, D., Wick, J., Yoo, J. H., & You, J. (2003). Fostering strategic learning in classroom and online environments. Symposium presented at the pre-conference institute of the annual conference of College Academic Support Programs, Galveston, TX.
Weinstein, C. E., Corliss, S. B., Beth, A. D., Cho, Y., & Bera, S. J. (2002). Learner control: The upside
and the downside of online learning. Innovation Abstracts, 24.
Weinstein, C. E., Palmer, D. R., Corliss, S. B., Beth, A. D., Cho, Y., Bera, S. J., King, C., & Vaughan, A. L. (2006). Learning and Study Strategies Inventory (LASSI) for Learning Online (LLO). Clearwater, FL: H & H Publishing Company, Inc.
Heather Duhamel, M.Ed. brings years of field experience with infants, toddlers, and preschoolers paired with twenty years of higher education instruction. Heather connects innovative curricular design from theory to practice.
Leigh-Ann Leinhauser Brown joined the Education Department in August 2013. Before Castleton she worked as a T.A. and R.A. at Rutgers University and in a New Jersey Elementary school classroom for children who have autism and other exceptional abilities.
Leigh-Ann’s research interests include: family involvement in Special Education, social capital and access to special education resources, single subject case design for students with complex support needs, and the daily lives of families who have children who are chronically ill.
Leigh-Ann enjoys working with the students, staff, and faculty at Vermont State University and is grateful for the collaborative relationships with local educators and community organizations like ARC-RA, Rutland Mental Health, and Special Olympics.
Ph.D., Rutgers University
M.A., San Francisco State University
B.A., Immaculata University
Founded and volunteered for an after school play group and a lunch time social skills group for students with autism and their general education peers Social Justice
Co-founder of Rutgers University Graduate Student Organization Service Committee Mentoring
Building Woman- a character building organization devoted to aiding young girls become independent, successful, and compassionate young women Personal
Dr. Carroll is a veteran educator serving students challenged by conventional instructional practices in public schools of Virginia and Vermont. As a mental health case manager in the 1980’s, he advocated for inclusive community placements for adults residing in institutions. As a special educator, he enhanced outcomes for reluctant learners through partnering with local businesses to create work placements that focused on learning skills related to academics. He began his leadership endeavor developing training symposia for an international special education association that continued his advocacy for inclusive practices. Following that experience, he led a national non-profit foundation that advocated for increased arts in special education curriculum. In Vermont, Carroll assumed leadership responsibilities as director of special education programs in several rural schools, managing financial and human resources that focus on standards-based learning driven by highly effective instruction. In addition to special education, his interests and expertise involve effective school leadership, teacher collaboration and educator professional development.
Dr. Monica McEnerny is an Associate Professor of Education at Vermont State University in Castleton, Vermont. She earned her Master’s Degree in Education from Castleton and her Doctorate in Educational Leadership and Policy Studies from the University of Vermont.
Dr. McEnerny taught in public schools for many years before coming to Castleton to mentor and help license pre-service and practicing teachers. Her research interests include middle grades practice, international teacher education, equitable practices, educational technology, and positive, active engagement in leadership. She is a Fulbright Specialist who taught at KIMEP University in Almaty, Kazakhstan in 2016 and in 2023.
Dr. McEnerny served for several years as Chair of Castleton’s Education Department, as President of the Vermont Association for Middle Level Education, and as Vice-President for Changing Perspectives New England. She is a long-standing member of the Middle Grades Collaborative and the author of A Teacher’s Journey to Adolescence: Scholarly and Personal Perspectives of Resilience at the Middle Level. Her home is in Brandon, Vermont.
Rob Schulze is an associate professor in the Education Department, teaching undergraduate and graduate courses in special education.
Professor Schulze conducts research, writes, and presents nationally in the areas of teacher education, paraprofessional supervision, special education leadership, and models of disability and school inclusion.
In addition to his Ed.D. from the University of Massachusetts, where he held the Excelsior Fellowship and earned his doctorate in special education, he holds an M.Ed. in special education from Westfield State University. His public school experience includes serving as special education supervisor and assistant special education director for two years at Longmeadow Public Schools in Longmeadow, Mass., and he was a special education teacher for five years in Massachusetts middle and high schools.
Special Education
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